This slide is about the topic of Curriculum.
I retrieved it from:
Agumba, H. (2018). Curriculum: Lecture Slides. University of Johannesburg. Johannesburg.
THEORIES OF CURRICULUM AND THEIR MAJOR STRUCTUREseharalam
To understand the concept of theory, it is essential to understand the nature of theory in general.
Historically, the Received View holds that a theory is a formalized, deductively connected bundle of laws that are applicable in specifiable ways to their observable manifestations. In the Received View, a small number of concepts are selected as bases for the theory; axioms are introduced that specify the fundamental relationships among those concepts; and definitions are provided, specifying the remaining concepts of the theory in terms of the basic ones.
THEORIES OF CURRICULUM AND THEIR MAJOR STRUCTUREseharalam
To understand the concept of theory, it is essential to understand the nature of theory in general.
Historically, the Received View holds that a theory is a formalized, deductively connected bundle of laws that are applicable in specifiable ways to their observable manifestations. In the Received View, a small number of concepts are selected as bases for the theory; axioms are introduced that specify the fundamental relationships among those concepts; and definitions are provided, specifying the remaining concepts of the theory in terms of the basic ones.
A presentation about learner diversity in a community college/higher ed. context, and what that means for teaching, peer mentoring and providing learning support.
A model is really the first step in curriculum development. A curriculum model determines the type of curriculum used; it encompasses educational philosophy, approach to teaching, and methodology. The good news is, unless you've been hired to design curriculum, you won't come across many curriculum models. However, it's good for educators to be familiar with the models used in their schools
The basic tenet of the dynamic or interactional models of curriculum development is that curriculum development is a dynamic and interactive process which can begin with any curriculum element (Print 1989, Brady 1990).
Walkers Model of Curriculum develop by Decker Walker 1971.
The proponents of this approach to curriculum development argue that the curriculum process does not follow a lineal, sequential pattern. Dynamic models have emerged from a more descriptive approach to curriculum where researchers have observed the behavior of teachers and developers as they devise curricula. Consequently the analytical and prescriptive approach, the very basis of the objectives and cyclical models, is not prominent in the dynamic models.
Platform
The three phases of Walker's model are the platform phase, the deliberation phase and the design phase. In the platform phase, platform statements made up of ideas, preferences, points of view, beliefs and values that are held by curriculum developers are recognized.
Deliberation
When the curriculum developers start discussing on the basis of the recognized platform statements, this is the second stage of deliberation, which is a complex, randomized set of interactions that eventually achieves an enormous amount of background work before the actual curriculum is designed (Print 1989 ).
Design
In this phase developers make decisions about the various process components (the curriculum elements). Decisions have been reached after extended discussion and compromise by individuals. The decisions are then recorded and these become the basis for a curriculum document or specific curriculum materials.
It is prepared to understand the basic concepts of syllabus, curriculum and types of curriculum construction. Teacher needs to add in the presentation before use.
Constructivism, modular curriculum, credit system, Information technology these all are the emerging trends in curriculum development. These trends should be given proper justice while developing curriculum. Educators should learn to work together with their students, and with other experts in creating content, and are able to tailor it to exactly what they need.
A presentation about learner diversity in a community college/higher ed. context, and what that means for teaching, peer mentoring and providing learning support.
A model is really the first step in curriculum development. A curriculum model determines the type of curriculum used; it encompasses educational philosophy, approach to teaching, and methodology. The good news is, unless you've been hired to design curriculum, you won't come across many curriculum models. However, it's good for educators to be familiar with the models used in their schools
The basic tenet of the dynamic or interactional models of curriculum development is that curriculum development is a dynamic and interactive process which can begin with any curriculum element (Print 1989, Brady 1990).
Walkers Model of Curriculum develop by Decker Walker 1971.
The proponents of this approach to curriculum development argue that the curriculum process does not follow a lineal, sequential pattern. Dynamic models have emerged from a more descriptive approach to curriculum where researchers have observed the behavior of teachers and developers as they devise curricula. Consequently the analytical and prescriptive approach, the very basis of the objectives and cyclical models, is not prominent in the dynamic models.
Platform
The three phases of Walker's model are the platform phase, the deliberation phase and the design phase. In the platform phase, platform statements made up of ideas, preferences, points of view, beliefs and values that are held by curriculum developers are recognized.
Deliberation
When the curriculum developers start discussing on the basis of the recognized platform statements, this is the second stage of deliberation, which is a complex, randomized set of interactions that eventually achieves an enormous amount of background work before the actual curriculum is designed (Print 1989 ).
Design
In this phase developers make decisions about the various process components (the curriculum elements). Decisions have been reached after extended discussion and compromise by individuals. The decisions are then recorded and these become the basis for a curriculum document or specific curriculum materials.
It is prepared to understand the basic concepts of syllabus, curriculum and types of curriculum construction. Teacher needs to add in the presentation before use.
Constructivism, modular curriculum, credit system, Information technology these all are the emerging trends in curriculum development. These trends should be given proper justice while developing curriculum. Educators should learn to work together with their students, and with other experts in creating content, and are able to tailor it to exactly what they need.
Design developmentally and culturally appropriate curricula and instructional units to improve equity and academic achievement for 21st. century learners.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2015.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. RM 4) :What is CAPS ?
in 2010 the National Curriculum Statement (NCS) was reviewed and hence the
CAPs.
CAPS stands for Curriculum Assessment Policy Statements.
It is based on “Schooling 2025 vision”.
CAPS is not a new curriculum but amendment of NCS
Emphasis on content knowledge, and the pacing and sequencing of the
curriculum.
There is still commitment to active learning in the curriculum
Some additional material has been dropped in the CAPs due to its different
positioning historically (17 years post democracy)
3. Aim of curriculum change to CAPS
Eradicate complaints about NCS.
Deal with underperformance of learners
Lessen the administrative load on teachers ;To make it more accessible to teachers
Ensure that there is clear guidance and consistency for teachers when teaching.
Address the different interpretations of the curriculum requirements.
Give details for every subject in each grade of what content to teach; when to
teach and how to assess (clearly delineated topics for each subject and a
recommended number and type of assessment per term.)
4. Major changes associated with CAPS
At the Foundation Phase (Grades R, 1, 2 & 3) Numeracy was changed to Mathematics
and Literacy to Language.
At Grade 10, content has been reorganized for several of the subjects and the exam
structure has changed in some of the subjects.
The terminology Learning Outcomes and Assessment Standards replaced with
“Content” and “Skills”.
A learning Area( and learning programmes) now referred to as a subjects(
intermediate and senior phase).
Learning outcomes and Assessment Standards now called Topics and
themes(foundation phase).
Provides a week by week teaching plan.
The content to be covered has changed very little in some subjects and for other
subjects it has changed substantially
5. More changes from NCS to CAPS
The exam structure changed in some subjects
School Based assessments (SBA) to count 40% and end of year exam to count 60%.
All grades to use a 7-point scale
Reduction of subjects from eight to six (Intermediate Phase)
Compulsory introduction of an additional language from Grade 1
Extended hours to focus on languages, fewer projects( Foundation phase)
The scrapping of common task assessments and single teacher file for planning
Curriculum statement and learning programme guidelines replaced by one document
called ‘CAPS’.
6. Changes in subject offerings
Changes in intermediate phase include:
Economic and Management Sciences (EMS) fell away.
Technology was combined with Natural Sciences;
Arts and Culture was combined with Life Orientation.
Changes in the foundation phase include:
English First Additional Language introduced in Grades 1–3.
learners to take four subjects, namely Home Language, English First
Additional Language, Mathematics and Life Skills.
7. Implementation timeframes
Department of Basic Education (DBE) decided to implement CAPS in a phased
approach over a 3 year period.
The first implementation in 2012 with Grades 1, 2, 3 & 10 being affected
Thereafter Grades 4 to 6 and 11 will implement the CAPS in 2013
and Grades 7 -9 and Grade 12 will implement the CAPS in 2014.
8. Changes in Assessment
The changes were not only made on what teachers should teach, but also what and
how and when to assess in different subjects.
The CAPS should be read and implemented in accordance with;
the National Policy Pertaining to the Programme and Promotion requirements of
the NCS Grades R–12 (Department of Basic Education, 2012a),
and the National Protocol for Assessment Grades R–12 (Department of Basic
Education, 2012)
9. National Protocol for Assessment Grades R–12
The National Protocol For Assessment Grades R–12 replaces:
the “addendum to the policy document, the National Senior Certificate: a qualification at
Level 4 on the NQF, regarding the National Protocol for Assessment Grade R–12, (29467)
December 2006
and National Policy on Assessment and Qualifications for Schools in the General
Education and Training Band (GET)(29626) February 2007.
10. Aspects of policy to adhere to
Progression (Grade R-8) and promotion (Grade 9-12) of learners to the next grade should be
based on recorded evidence of formal assessment tasks.
The teachers must submit the annual formal programme of assessment to the school
management team before the start of the school year.
Failure by the teacher to maintain a file of formal assessments tasks constitutes an act of
misconduct.
Learners who for no valid reason absent themselves from the scheduled school based
assessment tasks or practical assessment task must not be permitted to write the final end of
year examinations.
11. What should a teacher’s file contain?
annual teaching plan
assessment plan
formal assessment tasks
memoranda
indication of textbooks and other resources
record sheets with learners’ marks
informal notes or any interventions that are planned to assist learners
indicate formal tasks and should be available on request at all times.
12. DIFFERENCES AND SIMILARITIES BETWEEN NCS
& CAPS
Rationale – unchanged in terms of positioning the curriculum within the aims of the
South African constitution.
Respect for democracy, equality, human dignity and social justice
Knowledge, skills and values/attitudes (SKVA) – unchanged eg.
social transformation;
high knowledge and high skills;
progression;
human rights, inclusivity, environmental and social justice;
valuing indigenous knowledge systems;
Lifelong education
Transfer of learning to unfamiliar situations
Logical, analytical, holistic and lateral thinking.
13. DIFFERENCES AND SIMILARITIES BETWEEN
NCS & CAPS
Layout: Whereas the NCS followed the same format and layout in
all phases and grades, CAPS format and layout differs are not
exactly the same as they differ in some aspects.
There is a difference in terms of presentation of information in
different subjects.
Allocated time per topic: There are guidelines on time to be spent
on each topic and content to be covered within the specified time.
14. Analytical differences between CAPS and
NCS
Move away from OBE has resulted in a shift from discovery-based learning to a
more content-driven learning approach.
This led to a shift of the position of the learner from being a participant in the
learning process, as a negotiator of meaning, to a recipient of a body of pre-
determined knowledge.
Significant loss of the intention to develop critical thinking about knowledge
validity and bias, which is captured in some to the Los of the NCS.
15. Similarities between CAPs and NCS with focus
on type of learner envisaged
Both documents include critical outcomes:
Creative problem solving
Cooperation
Self-management
Information handling
Communication
Responsibility towards society and environment
Application of knowledge to real world
16. Differences between CAPs and NCS with focus
on type of learner envisaged
NCS includes Developmental Outcomes, not in CAPS:
Reflection on learning
Responsible citizenship
Cultural and aesthetic sensitivity
Education and career awareness
Entrepreneurship
17. Differences between CAPs and NCS with focus
on type of Teacher envisaged
NCS describes teacher role as being:
“key contributors to transformation of education in SA”
“qualified, competent, dedicated and caring”
“able to fulfil the various roles outlined in the Norms and Standards for Educators”
CAPS makes no mention of the envisaged teacher, and leaves very little room for
own interpretation of what and how to teach
18. Differences in terms of pacing
NCS
Pacing was difficult to judge
Lower levels of specification
Flexibility granted to teachers to determine pace in response to the varying needs of learners
CAPS
experienced as fast by the learners
Exceptions: Geography and Mathematical Literacy consider CAPS pacing to be moderate
19. Differences in terms of Progression within
grades
NCS:
Sequence within grades was left to teacher / education departments / textbooks
Hence progression could not be commented on
CAPS:
Sequencing leads to clear progression within grades for Accounting, Economics,
Business Studies and Mathematical Literacy
For other subjects, reasoning behind sequencing is not always clear, and in some
cases does not appear to have been designed with progression in mind
20. Progression across grades
NCS:
Progression across grades is clearly evident through ASs
Clear increase in cognitive demand in the way in which these are expressed per
grade
CAPS:
Clear progression in content and skills across the grades
Exceptions:
English HL: CAPS only offers guidelines as to how progression should take
place, but does not give sufficient guidance to teachers to ensure a clear
increase in the level of complexity or difficulty
English FAL: “almost no specification as to the expected depth of topics to
be covered in each successive grade, and no indication of progression
across the phase
21. Assessment guidance
NCS:
Baseline, diagnostic, formative and summative assessment
Distinction between formal and informal assessment
Methods of recording include rating scales, task lists or checklists and
rubrics
CAPS:
Formal and informal assessment
Conflation of formative + informal, and summative + formal
No mention of assessment as an aid to diagnosing or remediating
barriers to learning
Method of recording is purely based on marks
22. Assessment guidance
CAPS has simplified assessment from the elaborate approach of NCS
Reduces the complexity and administrative load caused by assessment
under the NCS
CAPS has greater emphasis on controlled tests and exams, de-emphasis
of continuous assessment
23. Implications for SA Context
Clearer specification of content in CAPS is helpful for majority of SA teachers who lack
subject confidence
Shift from discovery-based learning to content-driven learning:
• Shift in power / position of learner in learning process from participant in negotiating meaning to
recipient of pre-ordained knowledge
• Diminishing role of teacher in curriculum development
• Narrowing of focus to a more clearly discipline-specific approach, with strong subject boundaries
Shift from strong focus on group work to focus on learner taking individual
responsibility
Loss of critical thinking about knowledge validity and bias
Prescribed activities require specialised equipment
Economics: required learner support materials are not available in all South African
classrooms
Physical and Life Sciences: Fewer than 5% of South African schools have equipped,
functioning laboratories (based on statistics from Equal Education, 2012)
24. Conclusion
Most teachers concluded that the CAPS are a distinct improvement over the NCS
with regard to providing ‘statements which are clear, succinct, unambiguous,
measurable, and based on essential learning as represented by subject disciplines’.
Exceptions:
Mathematics: CAPS is significantly more demanding than NCS in both breadth and depth
English FAL: disparity between topics in the content overview and in teaching plans
English HL: lack of guidance regarding the texts to be selected, and language structures
should be incorporated